AP U.S. History

6UNIT Period 6: 1865–1898

SUGGESTED SKILL TOPIC 6.8

Claims and Immigration and
Evidence in Sources Migration in the
Gilded Age
3.C
Compare the arguments or
main ideas of two sources.

AVAILABLE RESOURCES Required Course Content
§§ Classroom Resources
> AP U.S. History: THEMATIC FOCUS
Urbanization
Migration and Settlement MIG
§§ Classroom Resources
> Essay from the Push and pull factors shape immigration to and migration within America, and the
American Organization demographic change as a result of these moves shapes the migrants, society, and
of Historians and AP the environment.
(“Driven to the City:
Urbanization and
Industrialization in the
19th Century”)

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective F KC-6.1.II.B.ii

Explain how cultural and The industrial workforce expanded and
economic factors affected became more diverse through internal and
migration patterns over time. international migration.

KC-6.2.I.A

As cities became areas of economic growth
featuring new factories and businesses, they
attracted immigrants from Asia and southern
and eastern Europe, as well as African American
migrants within and out of the South. Many
migrants moved to escape poverty, religious
persecution, and limited opportunities for social
mobility in their home countries or regions.

KC-6.2.I.B

Urban neighborhoods based on particular
ethnicities, races, and classes provided new
cultural opportunities for city dwellers.

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Period 6: 1865–1898 6UNIT

TOPIC 6.9 SUGGESTED SKILL

Responses to Making Connections
Immigration in
the Gilded Age 5.B
Explain how a historical
Required Course Content development or process
relates to another historical
THEMATIC FOCUS development or process.

Migration and Settlement MIG AVAILABLE RESOURCE
§§ Classroom Resources
Push and pull factors shape immigration to and migration within America, and the > Essay from the
demographic change as a result of these moves shapes the migrants, society, and American Organization
the environment. of Historians and AP
(“Crossing National
Borders: Locating
the US in Migration
History”)

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective G KC-6.2.I.C

Explain the various responses Increasing public debates over assimilation
to immigration in the period and Americanization accompanied the growth
over time. of international migration. Many immigrants
negotiated compromises between the cultures
they brought and the culture they found in the
United States.

KC-6.3.I.A

Social commentators advocated theories
later described as Social Darwinism to
justify the success of those at the top of the
socioeconomic structure as both appropriate
and inevitable.

KC-6.3.II.B.i

Many women, like Jane Addams, worked in
settlement houses to help immigrants adapt to
U.S. language and customs.

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6UNIT Period 6: 1865–1898

SUGGESTED SKILL TOPIC 6.10

Contextualization Development of
the Middle Class
4.B
Explain how a specific
historical development or
process is situated within a
broader historical context.

AVAILABLE RESOURCE Required Course Content
§§ Professional
Development THEMATIC FOCUS
> Teaching and
Assessing Module— Social Structures SOC
Period 6: 1865–1989,
Focus on Research Social categories, roles, and practices are created, maintained, challenged, and
“Cultural and transformed throughout American history, shaping government policy, economic
Social Changes” systems, culture, and the lives of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective H KC-6.2.I.E

Explain the causes of Corporations’ need for managers and for
increased economic male and female clerical workers, as well as
opportunity and its effects increased access to educational institutions,
on society. fostered the growth of a distinctive middle
class. A growing amount of leisure time also
helped expand consumer culture.

KC-6.3.I.B

Some business leaders argued that the
wealthy had a moral obligation to help the less
fortunate and improve society, as articulated
in the idea known as the Gospel of Wealth,
and they made philanthropic contributions
that enhanced educational opportunities and
urban environments.

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Period 6: 1865–1898 6UNIT

TOPIC 6.11 SUGGESTED SKILL

Reform in the Sourcing and
Gilded Age Situation

Required Course Content 2.C
Explain the significance of
THEMATIC FOCUS a source’s point of view,
purpose, historical situation,
Social Structures SOC and/or audience, including
how these might limit the
Social categories, roles, and practices are created, maintained, challenged, and use(s) of a source.
transformed throughout American history, shaping government policy, economic
systems, culture, and the lives of citizens. AVAILABLE RESOURCE
§§ Classroom Resources
> What Is Gender
History?

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective I KC-6.3.I.C

Explain how different reform A number of artists and critics, including
movements responded to the agrarians, utopians, socialists, and advocates
rise of industrial capitalism in of the Social Gospel, championed alternative
the Gilded Age. visions for the economy and U.S. society.

KC-6.3.II.B.ii

Many women sought greater equality with
men, often joining voluntary organizations,
going to college, and promoting social and
political reform.

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6UNIT Period 6: 1865–1898

SUGGESTED SKILL TOPIC 6.12

Contextualization Controversies over the
Role of Government
4.B in the Gilded Age
Explain how a specific
historical development or
process is situated within a
broader historical context.

AVAILABLE RESOURCE Required Course Content
§§ Professional
Development THEMATIC FOCUS
> Teaching and
Assessing Module— Politics and Power PCE
Period 6: 1865–1898,
Focus on Research Debates fostered by social and political groups about the role of government in
“Government Power” American social, political, and economic life shape government policy, institutions,
political parties, and the rights of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective J KC-6.1.II.A

Explain continuities and Some argued that laissez-faire policies and
changes in the role of competition promoted economic growth in
the government in the the long run, and they opposed government
U.S. economy. intervention during economic downturns.

KC-6.1.I.E.ii

Foreign policymakers increasingly looked
outside U.S. borders in an effort to gain
greater influence and control over markets
and natural resources in the Pacific Rim,
Asia, and Latin America.

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Period 6: 1865–1898 6UNIT

TOPIC 6.13 SUGGESTED SKILL

Politics in Claims and
the Gilded Age Evidence in Sources

3.D
Explain how claims or
evidence support, modify, or
refute a source’s argument.

Required Course Content

THEMATIC FOCUS

Politics and Power PCE

Debates fostered by social and political groups about the role of government in
American social, political, and economic life shape government policy, institutions,
political parties, and the rights of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 6: Learning Objective K KC-6.1.III.C

Explain the similarities and Economic instability inspired agrarian activists
differences between the to create the People’s (Populist) Party, which
political parties during the called for a stronger governmental role in
Gilded Age. regulating the American economic system.

KC-6.3.II.A

The major political parties appealed to lingering
divisions from the Civil War and contended over
tariffs and currency issues, even as reformers
argued that economic greed and self-interest
had corrupted all levels of government.

KC-6.2.I.D

In an urban atmosphere where the access
to power was unequally distributed, political
machines thrived, in part by providing
immigrants and the poor with social services.

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6UNIT Period 6: 1865–1898

SUGGESTED SKILL TOPIC 6.14

Argumentation Continuity and
Change Period 6
6.D
Corroborate, qualify, or The final topic in this unit focuses on the skill of argumentation and so provides an
modify an argument using opportunity for your students to draw upon the key concepts and historical developments
diverse and alternative they have studied in this unit. Using evidence relevant to this unit’s key concepts, students
evidence in order to develop should practice the suggested skill for this topic.
a complex argument. This
argument might: Required Course Content

§§ Explain nuance of an LEARNING OBJECTIVE REVIEW: UNIT 6 KEY CONCEPTS
issue by analyzing
multiple variables. Unit 6: Learning Objective L KC-6.1

§§ Explain relevant Explain the extent to which Technological advances, large-scale
and insightful industrialization brought production methods, and the opening of new
connections within and change from 1865 to 1898. markets encouraged the rise of industrial
across periods. capitalism in the United States.

§§ Explain the relative KC-6.1.I
historical significance
of a source’s credibility Large-scale industrial production—
and limitations. accompanied by massive technological
change, expanding international
§§ Explain how or why communication networks, and pro-growth
a historical claim government policies—generated
or argument is or is rapid economic development and
not effective. business consolidation.

AVAILABLE RESOURCES KC-6.1.II
§§ External Resource
> Gilder Lehrman A variety of perspectives on the economy
Institute’s AP U.S. and labor developed during a time of
History Study Guide financial panics and downturns.
§§ Classroom Resource
> Essay from the KC-6.1.III
American Organization
of Historians and AP New systems of production and
(“Race and Citizenship”) transportation enabled consolidation within
agriculture, which, along with periods of
instability, spurred a variety of responses
from farmers.

continued on next page

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Period 6: 1865–1898 6UNIT

LEARNING OBJECTIVE REVIEW: UNIT 6 KEY CONCEPTS

Unit 6: Learning Objective L KC-6.2

Explain the extent to which The migrations that accompanied
industrialization brought industrialization transformed both urban and
change from 1865 to 1898. rural areas of the United States and caused
dramatic social and cultural change.

KC-6.2.I

International and internal migration
increased urban populations and fostered
the growth of a new urban culture.

KC-6.2.II

Larger numbers of migrants moved to
the West in search of land and economic
opportunity, frequently provoking
competition and violent conflict.

KC-6.3

The Gilded Age produced new cultural and
intellectual movements, public reform efforts,
and political debates over economic and
social policies.

KC-6.3.I

New cultural and intellectual movements
both buttressed and challenged the social
order of the Gilded Age.

KC-6.3.II

Dramatic social changes in the period
inspired political debates over citizenship,
corruption, and the proper relationship
between business and government.

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AP U.S. HISTORY

UNIT 7

Period 7:
1890–1945

10–17%

AP EXAM WEIGHTING

~21

CLASS PERIODS

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Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.

Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 7
Multiple-choice: ~40 questions
Short-answer: 2 questions

§§ Secondary source

§§ No stimulus
Free-response: 1 question
§§ Document-based

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7UNIT 10–17% ~21 CLASS PERIODS
  AP EXAM WEIGHTING

Period 7: 1890–1945

UNIT AT A GLANCE

Thematic Reasoning Class Periods
Focus
Topic Process Suggested Skill ~21 CLASS PERIODS

7.1 C ontextualizing Period 7 Continuity and 4.B Explain how a specific historical
Change development or process is situated
within a broader historical context.

7.2 I mperialism: Debates Comparison 2.C Explain the significance of a
source’s point of view, purpose,
WOR historical situation, and/or audience,
including how these might limit the
use(s) of a source.

7.3 T he Spanish–American Causation 2.B Explain the point of view,
War purpose, historical situation, and/or
audience of a source.

7.4  The Progressives Comparison 2.C Explain the significance of a
source’s point of view, purpose,
PCE, historical situation, and/or audience,
GEO including how these might limit the
use(s) of a source.

7.5 W orld War I: Causation 2.C Explain the significance of a
Military and Diplomacy source’s point of view, purpose,
WOR historical situation, and/or audience,
including how these might limit the
use(s) of a source.

MIG 7.6 W orld War I: Home Front Causation 3.D Explain how claims or evidence
support, modify, or refute a
source’s argument.

7.7 1 920s: Innovations in Causation 5.B Explain how a historical
Communication and development or process relates
WXT Technology to another historical development
or process.

continued on next page

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7UNIT Period 7: 1890–1945

UNIT AT A GLANCE (cont’d)

Thematic Topic Reasoning Suggested Skill Class Periods
Focus 7.8 1 920s: Cultural and Process
4.B Explain how a specific historical ~21 CLASS PERIODS
Political Controversies Causation development or process is situated
MIG, 7.9  The Great Depression within a broader historical context.
ARC Causation
7.10  The New Deal 5.B Explain how a historical
WXT Continuity and development or process relates
7.11 I nterwar Foreign Policy Change to another historical development
PCE or process.
Comparison
SOC WOR 5.B Explain how a historical
development or process relates
to another historical development
or process.

1.B Explain a historical concept,
development, or process.

7.12 W orld War II: Causation 1.B Explain a historical concept,
Mobilization development, or process.

7.13 W orld War II: Military Causation 6.C Use historical reasoning to
explain relationships among pieces
WOR 7.14  Postwar Diplomacy Causation of historical evidence.

7.15 C omparison in Period 7 Comparison 2.B Explain the point of view,
purpose, historical situation, and/or
audience of a source.

6.D Corroborate, qualify, or modify
an argument using diverse and
alternative evidence in order to
develop a complex argument. This
argument might:
§§ Explain nuance of an issue by

analyzing multiple variables.
§§ Explain relevant and insightful

connections within and
across periods.
§§ Explain the relative historical
significance of a source’s
credibility and limitations.
§§ Explain how or why a historical
claim or argument is or is
not effective.

Go to AP Classroom to assign the Personal Progress Check for Unit 7.
Review the results in class to identify and address any student misunderstandings.

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Period 7: 1890–1945 7UNIT

SAMPLE INSTRUCTIONAL ACTIVITIES

The sample activities on this page are optional and are offered to provide possible ways
to incorporate instructional approaches into the classroom. Teachers do not need to use
these activities and are free to alter or edit them. The examples below were developed in
partnership with teachers from the AP community to share ways that they approach teaching
some of the topics in this unit. Please refer to the Instructional Approaches section beginning
on p. 217 for more examples of activities and strategies.

Activity Topic Sample Activity
1 7.5, 7.6
Socratic Seminar
2 7.10 A Socratic seminar on World War I combines both Topics 7.5 and 7.6. Use the question
3 7.14 How was America transformed by conflict? to initiate a discussion in which students can
illustrate their understanding of all the learning objectives and historical developments in
these topics.

Jigsaw
This strategy can be used to facilitate understanding of the various objectives and
accomplishments of the New Deal. Have students read and analyze primary and secondary
sources related to the relief, recovery, and reform efforts of the New Deal.

Discussion Groups
Assign students to groups to discuss the learning objective for this topic, Explain the
consequences of U.S. involvement in World War II, with the view to help them gain new
understanding by hearing the views of their classmates.

Unit Planning Notes

Use the space below to plan your approach to the unit. Consider how you want to pace the unit; which
specific historical figures, groups, or events you will use to illustrate the concepts noted in the historical
development statements; where you will incorporate writing assignments; and which primary and
secondary sources you will use.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.1

Contextualization Contextualizing
Period 7
4.B
Explain how a specific
historical development or
process is situated within a
broader historical context.

Spend a class period helping students understand some contexts for this unit. Considering
this unit’s key concepts (previewed below), select one or two for which your students will
most need context.

To understand context, your students could examine:
§§Change from and/or continuity with preceding historical developments.
§§Similarities and/or differences with contemporaneous historical developments in different

regions or geographical areas.
Whenever possible, draw upon students’ relevant prior knowledge, and anchor this
contextualization lesson in historical source material of varying formats such as visuals,
data, or written texts, or conduct an activity that engages students in exploring context.

Required Course Content

LEARNING OBJECTIVE PREVIEW: UNIT 7 KEY CONCEPTS

Unit 7: Learning Objective A KC-7.1

Explain the context in which Growth expanded opportunity, while economic
America grew into its role as instability led to new efforts to reform U.S.
a world power. society and its economic system.

KC-7.1.I

The United States continued its transition
from a rural, agricultural economy to an urban,
industrial economy led by large companies.

KC-7.1.II

In the Progressive Era of the early
20th century, Progressives responded to
political corruption, economic instability,
and social concerns by calling for greater
government action and other political and
social measures.

KC-7.1.III

During the 1930s, policymakers responded
to the mass unemployment and social
upheavals of the Great Depression by
transforming the U.S. into a limited welfare
state, redefining the goals and ideas of
modern American liberalism.

continued on next page

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Period 7: 1890–1945 7UNIT

LEARNING OBJECTIVE PREVIEW: UNIT 7 KEY CONCEPTS

Unit 7: Learning Objective A KC-7.2

Explain the context in which Innovations in communications and technology
America grew into its role as contributed to the growth of mass culture,
a world power. while significant changes occurred in internal
and international migration patterns.

KC-7.2.I

Popular culture grew in influence in U.S.
society, even as debates increased over the
effects of culture on public values, morals,
and American national identity.

KC-7.2.II

Economic pressures, global events, and
political developments caused sharp
variations in the numbers, sources, and
experiences of both international and
internal migrants.

KC-7.3

Participation in a series of global conflicts
propelled the United States into a position of
international power while renewing domestic
debates over the nation’s proper role in
the world.

KC-7.3.I

In the late 19th century and early
20th century, new U.S. territorial ambitions
and acquisitions in the Western Hemisphere
and the Pacific accompanied heightened
public debates over America’s role in
the world.

KC-7.3.II

World War I and its aftermath intensified
ongoing debates about the nation’s role in
the world and how best to achieve national
security and pursue American interests.

KC-7.3.III

U.S. participation in World War II transformed
American society, while the victory of the
United States and its allies over the Axis
powers vaulted the U.S. into a position of
global, political, and military leadership.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.2

Sourcing and Imperialism: Debates
Situation

2.C

Explain the significance of
a source’s point of view,
purpose, historical situation,
and/or audience, including
how these might limit the
use(s) of a source.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective B KC-7.3.I.A

Explain the similarities and Imperialists cited economic opportunities,
differences in attitudes about racial theories, competition with European
the nation’s proper role in empires, and the perception in the 1890s that
the world. the western frontier was “closed” to argue
that Americans were destined to expand their
culture and institutions to peoples around
the globe.

KC-7.3.I.B

Anti-imperialists cited principles of
self-determination and invoked both racial
theories and the U.S. foreign policy tradition
of isolationism to argue that the United States
should not extend its territory overseas.

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Period 7: 1890–1945 7UNIT

TOPIC 7.3 SUGGESTED SKILL

The Spanish–American Sourcing and
War Situation

2.B
Explain the point of view,
purpose, historical situation,
and/or audience of a source.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective C KC-7.3.I.C

Explain the effects of the The American victory in the Spanish–American
Spanish–American War. War led to the U.S. acquisition of island
territories in the Caribbean and the Pacific,
an increase in involvement in Asia, and the
suppression of a nationalist movement in
the Philippines.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.4

Sourcing and The Progressives
Situation

2.C

Explain the significance of
a source’s point of view,
purpose, historical situation,
and/or audience, including
how these might limit the
use(s) of a source.

AVAILABLE RESOURCE Required Course Content
§§ Professional
Development THEMATIC FOCUS
> Teaching and Politics and Power PCE
Assessing Module—
Period 7: 1890–1945, Debates fostered by social and political groups about the role of government in
Focus on Research American social, political, and economic life shape government policy, institutions,
“Politicians and political parties, and the rights of citizens.
Reformers”

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective D KC-7.1.II.A

Compare the goals and Some Progressive Era journalists attacked
effects of the Progressive what they saw as political corruption, social
reform movement. injustice, and economic inequality, while
reformers, often from the middle and upper
AP U.S. History Course and Exam Description classes and including many women, worked
to effect social changes in cities and among
immigrant populations.

KC-7.1.II.D

The Progressives were divided over many
issues. Some Progressives supported
Southern segregation, while others ignored
its presence. Some Progressives advocated
expanding popular participation in government,
while others called for greater reliance on
professional and technical experts to make
government more efficient. Progressives also
disagreed about immigration restriction.

KC-7.1.II.B

On the national level, Progressives sought
federal legislation that they believed would
effectively regulate the economy, expand
democracy, and generate moral reform.
Progressive amendments to the Constitution
dealt with issues such as prohibition and
women’s suffrage.

continued on next page

Course Framework V.1 | 162

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Period 7: 1890–1945 7UNIT

THEMATIC FOCUS

Geography and the Environment GEO

Geographic and environmental factors, including competition over and debates
about natural resources, shape the development of America and foster regional
diversity. The development of America impacts the environment and reshapes
geography, which leads to debates about environmental and geographic issues.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective E KC-7.1.II.C

Compare attitudes toward Preservationists and conservationists both
the use of natural resources supported the establishment of national
from 1890 to 1945. parks while advocating different government
responses to the overuse of natural resources.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.5

Sourcing and World War I:
Situation Military and Diplomacy

2.C

Explain the significance of
a source’s point of view,
purpose, historical situation,
and/or audience, including
how these might limit the
use(s) of a source.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective F KC-7.3.II.A

Explain the causes and After initial neutrality in World War I, the nation
consequences of U.S. entered the conflict, departing from the U.S.
involvement in World War I. foreign policy tradition of noninvolvement in
European affairs, in response to Woodrow
Wilson’s call for the defense of humanitarian
and democratic principles.

KC-7.3.II.B

Although the American Expeditionary Forces
played a relatively limited role in combat, the
United States’ entry helped to tip the balance
of the conflict in favor of the Allies.

KC-7.3.II.C

Despite Wilson’s deep involvement in postwar
negotiations, the U.S. Senate refused to ratify
the Treaty of Versailles or join the League
of Nations.

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Period 7: 1890–1945 7UNIT

TOPIC 7.6 SUGGESTED SKILL

World War I: Claims and
Home Front Evidence in Sources

3.D
Explain how claims or
evidence support, modify, or
refute a source’s argument.

Required Course Content

THEMATIC FOCUS

Migration and Settlement MIG

Push and pull factors shape immigration to and migration within America, and the
demographic change as a result of these moves shapes the migrants, society, and
the environment.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective G KC-7.2.I.C

Explain the causes and Official restrictions on freedom of speech grew
effects of international and during World War I, as increased anxiety about
internal migration patterns radicalism led to a Red Scare and attacks on
over time. labor activism and immigrant culture.

KC-7.2.II.A.i

Immigration from Europe reached its peak in
the years before World War I. During World
War I, nativist campaigns against some
ethnic groups led to the passage of quotas
that restricted immigration, particularly from
southern and eastern Europe, and increased
barriers to Asian immigration.

KC-7.2.II.B.i

The increased demand for war production and
labor during World War I led many Americans
to migrate to urban centers in search of
economic opportunities.

KC-7.2.II.C

In the Great Migration during and after World
War I, African Americans escaping segregation,
racial violence, and limited economic
opportunity in the South moved to the North
and West, where they found new opportunities
but still encountered discrimination.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.7

Making Connections 1920s: Innovations in
Communication and
5.B Technology
Explain how a historical
development or process
relates to another historical
development or process.

AVAILABLE RESOURCE Required Course Content
§§ Classroom Resources
> Lesson Plans for THEMATIC FOCUS
AP U.S. History:
The Automobile in Work, Exchange, and Technology WXT
American Life
The interplay between markets, private enterprise, labor, technology, and
government policy shape the American economy. In turn, economic activity shapes
society and government policy and drives technological innovation.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective H KC-7.1.I.A

Explain the causes and New technologies and manufacturing
effects of the innovations techniques helped focus the U.S. economy
in communication and on the production of consumer goods,
technology in the United contributing to improved standards of
States over time. living, greater personal mobility, and better
communications systems.

KC-7.2.I.A

New forms of mass media, such as radio and
cinema, contributed to the spread of national
culture as well as greater awareness of
regional cultures.

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Period 7: 1890–1945 7UNIT

TOPIC 7.8 SUGGESTED SKILL

1920s: Cultural and Contextualization
Political Controversies
4.B
Explain how a specific
historical development or
process is situated within a
broader historical context.

Required Course Content AVAILABLE RESOURCE
§§ Classroom Resources
THEMATIC FOCUS > Lesson Plans for AP
U.S. History: Consumer
Migration and Settlement MIG Culture and the 1920s

Push and pull factors shape immigration to and migration within America, and the
demographic change as a result of these moves shapes the migrants, society, and
the environment.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective G KC-7.1.I.B

Explain the causes and By 1920, a majority of the U.S. population lived
effects of international and in urban centers, which offered new economic
internal migration patterns opportunities for women, international
over time. migrants, and internal migrants.

KC-7.2.II.A.ii

After World War I, nativist campaigns against
some ethnic groups led to the passage of
quotas that restricted immigration, particularly
from southern and eastern Europe, and
increased barriers to Asian immigration.

continued on next page

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7UNIT Period 7: 1890–1945

THEMATIC FOCUS

American and Regional Culture ARC

Creative expression, demographic change, philosophy, religious beliefs, scientific
ideas, social mores, and technology shape national, regional, and group cultures in
America, and these varying cultures often play a role in shaping government policy
and developing economic systems.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective I KC-7.2.I.B

Explain the causes and Migration gave rise to new forms of art
effects of developments in and literature that expressed ethnic and
popular culture in the United regional identities, such as the Harlem
States over time. Renaissance movement.

KC-7.2.I.D

In the 1920s, cultural and political
controversies emerged as Americans debated
gender roles, modernism, science, religion, and
issues related to race and immigration.

AP U.S. History Course and Exam Description Course Framework V.1 | 168

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Period 7: 1890–1945 7UNIT

TOPIC 7.9 SUGGESTED SKILL

The Great Depression Making Connections

5.B
Explain how a historical
development or process
relates to another historical
development or process.

Required Course Content

THEMATIC FOCUS

Work, Exchange, and Technology WXT

The interplay between markets, private enterprise, labor, technology, and
government policy shape the American economy. In turn, economic activity shapes
society and government policy and drives technological innovation.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective J KC-7.1.I

Explain the causes of the The United States continued its transition
Great Depression and its from a rural, agricultural economy to an urban,
effects on the economy. industrial economy led by large companies.

KC-7.1.I.C

Episodes of credit and market instability in
the early 20th century, in particular the Great
Depression, led to calls for a stronger financial
regulatory system.

KC-7.1.III

During the 1930s, policymakers responded to
the mass unemployment and social upheavals
of the Great Depression by transforming the
U.S. into a limited welfare state, redefining the
goals and ideas of modern American liberalism.

AP U.S. History Course and Exam Description Course Framework V.1 | 169

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.10

Making Connections The New Deal

5.B
Explain how a historical
development or process
relates to another historical
development or process.

AVAILABLE RESOURCE Required Course Content
§§ Professional
Development THEMATIC FOCUS
> Teaching and
Assessing Module— Politics and Power PCE
Period 7: 1890–1945,
Focus on Research Debates fostered by social and political groups about the role of government in
“Evolution of Industrial American social, political, and economic life shape government policy, institutions,
Capitalism” political parties, and the rights of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective K KC-7.1.III.A

Explain how the Great Franklin Roosevelt’s New Deal attempted to
Depression and the New Deal end the Great Depression by using government
impacted American political, power to provide relief to the poor, stimulate
social, and economic life recovery, and reform the American economy.
over time.
KC-7.1.III.B

Radical, union, and populist movements
pushed Roosevelt toward more extensive
efforts to change the American economic
system, while conservatives in Congress and
the Supreme Court sought to limit the New
Deal’s scope.

KC-7.1.III.C

Although the New Deal did not end the
Depression, it left a legacy of reforms and
regulatory agencies and fostered a long-term
political realignment in which many ethnic
groups, African Americans, and working-
class communities identified with the
Democratic Party.

KC-7.2.II.B.ii

The increased demand for war production and
labor during World War II and the economic
difficulties of the 1930s led many Americans
to migrate to urban centers in search of
economic opportunities.

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Period 7: 1890–1945 7UNIT

TOPIC 7.11 SUGGESTED SKILL

Interwar Foreign Policy Developments
and Processes

1.B
Explain a historical concept,
development, or process.

Required Course Content AVAILABLE RESOURCE
§§ Professional
THEMATIC FOCUS Development
> Teaching and
America in the World WOR Assessing Module—
Period 7: 1890–1945,
Diplomatic, economic, cultural, and military interactions between empires, nations, Focus on Research
and peoples shape the development of America and America’s increasingly “The U.S. on the
important role in the world. World Stage”

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective B KC-7.3.II.D

Explain the similarities and In the years following World War I, the United
differences in attitudes about States pursued a unilateral foreign policy that
the nation’s proper role in used international investment, peace treaties,
the world. and select military intervention to promote
a vision of international order, even while
maintaining U.S. isolationism.

KC-7.3.II.E

In the 1930s, while many Americans were
concerned about the rise of fascism and
totalitarianism, most opposed taking military
action against the aggression of Nazi Germany
and Japan until the Japanese attack on
Pearl Harbor drew the United States into
World War II.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.12

Developments World War II:
and Processes Mobilization

1.B
Explain a historical concept,
development, or process.

AVAILABLE RESOURCE Required Course Content
§§ Classroom Resources
> Essay from the THEMATIC FOCUS
American Organization
of Historians and Social Structures SOC
AP (“From Rosie the
Riveter to the Global Social categories, roles, and practices are created, maintained, challenged, and
Assembly Line”) transformed throughout American history, shaping government policy, economic
systems, culture, and the lives of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective L KC-7.3.III.B

Explain how and why U.S. The mass mobilization of American society
participation in World War II helped end the Great Depression, and the
transformed American society. country’s strong industrial base played a
pivotal role in winning the war by equipping and
provisioning allies and millions of U.S. troops.

KC-7.3.III.C.i

Mobilization provided opportunities for women
and minorities to improve their socioeconomic
positions for the war’s duration, while also
leading to debates over racial segregation.
Wartime experiences also generated
challenges to civil liberties, such as the
internment of Japanese Americans.

KC-7.2.II.D

Migration to the United States from Mexico
and elsewhere in the Western Hemisphere
increased, in spite of contradictory government
policies toward Mexican immigration.

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Period 7: 1890–1945 7UNIT

TOPIC 7.13 SUGGESTED SKILL

World War II: Argumentation
Military
6.C
Use historical reasoning
to explain relationships
among pieces of
historical evidence.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective M KC-7.3.III.A

Explain the causes and Americans viewed the war as a fight for
effects of the victory of the the survival of freedom and democracy
United States and its allies against fascist and militarist ideologies. This
over the Axis powers. perspective was later reinforced by revelations
about Japanese wartime atrocities, Nazi
concentration camps, and the Holocaust.

KC-7.3.III.C.ii

Military service provided opportunities
for women and minorities to improve their
socioeconomic positions for the war’s
duration, while also leading to debates over
racial segregation.

KC-7.3.III.D

The United States and its allies achieved
military victory through Allied cooperation,
technological and scientific advances, the
contributions of servicemen and women, and
campaigns such as Pacific “island-hopping”
and the D-Day invasion. The use of atomic
bombs hastened the end of the war and
sparked debates about the morality of using
atomic weapons.

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7UNIT Period 7: 1890–1945

SUGGESTED SKILL TOPIC 7.14

Sourcing and Postwar Diplomacy
Situation

2.B
Explain the point of view,
purpose, historical situation,
and/or audience of a source.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 7: Learning Objective N KC-7.3.III.E

Explain the consequences The war-ravaged condition of Asia and Europe,
of U.S. involvement in World and the dominant U.S. role in the Allied victory
War II. and postwar peace settlements, allowed the
United States to emerge from the war as the
most powerful nation on Earth.

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Period 7: 1890–1945 7UNIT

TOPIC 7.15 SUGGESTED SKILL

Comparison in Argumentation
Period 7
6.D
The final topic in this unit focuses on the skill of argumentation and so provides an Corroborate, qualify, or
opportunity for your students to draw upon the key concepts and historical developments modify an argument using
they have studied in this unit. Using evidence relevant to this unit’s key concepts, students diverse and alternative
should practice the suggested skill for this topic. evidence in order to develop
a complex argument. This
Required Course Content argument might:

LEARNING OBJECTIVE REVIEW: UNIT 7 KEY CONCEPTS §§ Explain nuance of an
issue by analyzing
Unit 7: Learning Objective O KC-7.1 multiple variables.

Compare the relative Growth expanded opportunity, while economic §§ Explain relevant
significance of the major instability led to new efforts to reform U.S. and insightful
events of the first half of society and its economic system. connections within and
the 20th century in shaping across periods.
American identity. KC-7.1.I
§§ Explain the relative
The United States continued its transition historical significance
from a rural, agricultural economy to of a source’s credibility
an urban, industrial economy led by and limitations.
large companies.
§§ Explain how or why
KC-7.1.II a historical claim
or argument is or is
In the Progressive Era of the early not effective.
20th century, Progressives responded to
political corruption, economic instability, AVAILABLE RESOURCE
and social concerns by calling for greater §§ External Resource
government action and other political and > Gilder Lehrman
social measures. Institute’s AP U.S.
History Study Guide
KC-7.1.III

During the 1930s, policymakers responded
to the mass unemployment and social
upheavals of the Great Depression by
transforming the U.S. into a limited welfare
state, redefining the goals and ideas of
modern American liberalism.

continued on next page

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7UNIT Period 7: 1890–1945

LEARNING OBJECTIVE REVIEW: UNIT 7 KEY CONCEPTS

Unit 7: Learning Objective O KC-7.2

Compare the relative Innovations in communications and technology
significance of the major contributed to the growth of mass culture,
events of the first half of while significant changes occurred in internal
the 20th century in shaping and international migration patterns.
American identity.
KC-7.2.I

Popular culture grew in influence in U.S.
society, even as debates increased over the
effects of culture on public values, morals,
and American national identity.

KC-7.2.II

Economic pressures, global events, and
political developments caused sharp
variations in the numbers, sources, and
experiences of both international and
internal migrants.

KC-7.3

Participation in a series of global conflicts
propelled the United States into a position of
international power while renewing domestic
debates over the nation’s proper role in
the world.

KC-7.3.I

In the late 19th century and early
20th century, new U.S. territorial ambitions
and acquisitions in the Western Hemisphere
and the Pacific accompanied heightened
public debates over America’s role in
the world.

KC-7.3.II

World War I and its aftermath intensified
ongoing debates about the nation’s role in
the world and how best to achieve national
security and pursue American interests.

KC-7.3.III

U.S. participation in World War II transformed
American society, while the victory of the
United States and its allies over the Axis
powers vaulted the U.S. into a position of
global, political, and military leadership.

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AP U.S. HISTORY

UNIT 8

Period 8:
1945–1980

10–17%

AP EXAM WEIGHTING

~20

CLASS PERIODS

AP U.S. History Course and Exam Description Course Framework V.1 | 177

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Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.

Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 8
Multiple-choice: ~40 questions
Short-answer: 2 questions

§§ No stimulus

§§ Primary source
Free-response: 1 question
§§ Long essay

AP U.S. History Course and Exam Description Course Framework V.1 | 178

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8UNIT 10–17% ~20 CLASS PERIODS
  AP EXAM WEIGHTING

Period 8: 1945–1980

UNIT AT A GLANCE

Thematic Reasoning Class Periods
Focus
Topic Process Suggested Skill ~20 CLASS PERIODS

8.1 C ontextualizing Period 8 Continuity and 4.B Explain how a specific historical
Change development or process is situated
within a broader historical context.

WOR 8.2 T he Cold War from Continuity and 2.C Explain the significance of a
1945 to 1980 Change source’s point of view, purpose,
historical situation, and/or audience,
including how these might limit the
use(s) of a source.

NAT 8.3  The Red Scare Causation 2.B Explain the point of view,
purpose, historical situation, and/or
audience of a source.

8.4  Economy after 1945 Causation 2.C Explain the significance of a
source’s point of view, purpose,
WXT, historical situation, and/or audience,
MIG including how these might limit the
use(s) of a source.

ARC 8.5 C ulture after 1945 Continuity and 4.B Explain how a specific historical
Change development or process is situated
within a broader historical context.

SOC 8.6 E arly Steps in the Causation 5.A Identify patterns among or
Civil Rights Movement connections between historical
(1940s and 1950s) developments and processes.

8.7 A merica as a Comparison 3.C Compare the arguments or main
World Power ideas of two sources.
WOR
8.8  The Vietnam War Causation 1.B Explain a historical concept,
development, or process.

continued on next page

AP U.S. History Course and Exam Description Course Framework V.1 | 179

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8UNIT Period 8: 1945–1980

UNIT AT A GLANCE (cont’d)

Thematic Topic Reasoning Class Periods
Focus 8.9  The Great Society Process Suggested Skill
~20 CLASS PERIODS
8.10 T he African American
PCE, Civil Rights Movement Continuity and 5.B Explain how a historical
MIG (1960s) Change development or process relates
to another historical development
8.11 T he Civil Rights or process.
Movement Expands
Comparison 5.B Explain how a historical
8.12 Y outh Culture of development or process relates
SOC, the 1960s to another historical development
PCE or process.
8.13 T he Environment and
Natural Resources Comparison 5.B Explain how a historical
from 1968 to 1980 development or process relates
SOC to another historical development
8.14  Society in Transition or process.

ARC 8.15 C ontinuity and Change Continuity and 5.B Explain how a historical
in Period 8 Change development or process relates
to another historical development
or process.

GEO Causation 5.A Identify patterns among or
connections between historical
developments and processes.

PCE, Causation 4.B Explain how a specific historical
ARC development or process is situated
within a broader historical context.

Continuity and 6.D Corroborate, qualify, or modify
Change an argument using diverse and
alternative evidence in order to
develop a complex argument. This
argument might:

§§ Explain nuance of an issue by
analyzing multiple variables.

§§ Explain relevant and insightful
connections within and
across periods.

§§ Explain the relative historical
significance of a source’s
credibility and limitations.

§§ Explain how or why a historical
claim or argument is or is
not effective.

Go to AP Classroom to assign the Personal Progress Check for Unit 8.
Review the results in class to identify and address any student misunderstandings.

AP U.S. History Course and Exam Description Course Framework V.1 | 180

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Period 8: 1945–1980 8UNIT

SAMPLE INSTRUCTIONAL ACTIVITIES

The sample activities on this page are optional and are offered to provide possible ways
to incorporate instructional approaches into the classroom. Teachers do not need to use
these activities and are free to alter or edit them. The examples below were developed in
partnership with teachers from the AP community to share ways that they approach teaching
some of the topics in this unit. Please refer to the Instructional Approaches section beginning
on p. 217 for more examples of activities and strategies.

Activity Topic Sample Activity
1 8.2
Close Reading
2 8.4 This topic, at the onset of Unit 8, offers a plethora of primary source documents that
introduce the student to the context of the Cold War in the post-WWII world. Ask students
3 8.8 to read excerpts from Winston Churchill’s “Iron Curtain” speech, George Kennan’s “Long
4 8.10 Telegram,” or George Marshall’s Harvard commencement speech and have them highlight
relevant words and passages that support the author’s claim. As a whole group, discuss
the changing role of the United States in the world.

Look for a Pattern
This topic is rich with visual data that students can describe, analyze, and interpret. Ask
students to examine complex graphs that address multiple data sets, such as demographic
changes (baby boom), private sector growth, federal spending in different areas,
technological developments, and economic indicators. Have them identify patterns and
trends and come to conclusions about causes of economic growth after World War II.

Guided Discussion
This topic offers a lot of fodder for discussion and debate in the classroom. Brainstorming
and quickwrite can be used as strategies during a guided discussion to help students
understand the causes and effects of the Vietnam War. What debates were settled?
What debates remained or emerged as a result of the Vietnam War?

Shared Inquiry
Provide students with a selection of primary sources from individuals and groups involved
in the civil rights movement. Divide students into groups and ask them to respond to
Unit 8: Learning Objectives L and M and present their ideas to the class. Then lead a
whole-group discussion comparing the responses of various groups and the actions and
responses by the federal government.

Unit Planning Notes

Use the space below to plan your approach to the unit. Consider how you want to pace the unit; which
specific historical figures, groups, or events you will use to illustrate the concepts noted in the historical
development statements; where you will incorporate writing assignments; and which primary and
secondary sources you will use.

AP U.S. History Course and Exam Description Course Framework V.1 | 181

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8UNIT Period 8: 1945–1980

SUGGESTED SKILL TOPIC 8.1

Contextualization Contextualizing
Period 8
4.B
Explain how a specific
historical development or
process is situated within a
broader historical context.

AVAILABLE RESOURCE Spend a class period helping students understand some contexts for this unit. Considering
§§ Classroom Resources this unit’s key concepts (previewed below), select one or two for which your students will
> Essay from the most need context.
American Organization
of Historians and AP To understand context, your students could examine:
(“Lawn and Landscape §§Change from and/or continuity with preceding historical developments.
in World Context, §§Similarities and/or differences with contemporaneous historical developments in different
1945–2000”)
regions or geographical areas.
Whenever possible, draw upon students’ relevant prior knowledge, and anchor this
contextualization lesson in historical source material of varying formats such as visuals,
data, or written texts, or conduct an activity that engages students in exploring context.

Required Course Content

LEARNING OBJECTIVE PREVIEW: UNIT 8 KEY CONCEPTS

Unit 8: Learning Objective A KC-8.1

Explain the context for societal The United States responded to an uncertain
change from 1945 to 1980. and unstable postwar world by asserting
and working to maintain a position of global
leadership, with far-reaching domestic and
international consequences.

KC-8.1.I

United States policymakers engaged in
a cold war with the authoritarian Soviet
Union, seeking to limit the growth of
Communist military power and ideological
influence, create a free-market global
economy, and build an international
security system.

KC-8.1.II

Cold War policies led to public debates
over the power of the federal government
and acceptable means for pursuing
international and domestic goals while
protecting civil liberties.

continued on next page

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Period 8: 1945–1980 8UNIT

LEARNING OBJECTIVE PREVIEW: UNIT 8 KEY CONCEPTS

Unit 8: Learning Objective A KC-8.2

Explain the context for societal New movements for civil rights and
change from 1945 to 1980. liberal efforts to expand the role of
government generated a range of political
and cultural responses.

KC-8.2.I

Seeking to fulfill Reconstruction-era
promises, civil rights activists and political
leaders achieved some legal and political
successes in ending segregation, although
progress toward racial equality was slow.

KC-8.2.II

Responding to social conditions and the
African American civil rights movement,
a variety of movements emerged that
focused on issues of identity, social justice,
and the environment.

KC-8.2.III

Liberalism influenced postwar politics
and court decisions, but it came under
increasing attack from the left as well as
from a resurgent conservative movement.

KC-8.3

Postwar economic and demographic changes
had far-reaching consequences for American
society, politics, and culture.

KC-8.3.I

Rapid economic and social changes in
American society fostered a sense of
optimism in the postwar years.

KC-8.3.II

New demographic and social
developments, along with anxieties over
the Cold War, changed U.S. culture and led
to significant political and moral debates
that sharply divided the nation.

AP U.S. History Course and Exam Description Course Framework V.1 | 183

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8UNIT Period 8: 1945–1980

SUGGESTED SKILL TOPIC 8.2

Sourcing and The Cold War
Situation from 1945 to 1980

2.C

Explain the significance of
a source’s point of view,
purpose, historical situation,
and/or audience, including
how these might limit the
use(s) of a source.

AVAILABLE RESOURCE Required Course Content
§§ Classroom Resources
> Essay from the THEMATIC FOCUS
American Organization
of Historians and America in the World WOR
AP (“Cold War and
Global Hegemony, Diplomatic, economic, cultural, and military interactions between empires, nations,
1945–1991”) and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective B KC-8.1.I

Explain the continuities and United States policymakers engaged in a cold
changes in Cold War policies war with the authoritarian Soviet Union, seeking
from 1945 to 1980. to limit the growth of Communist military power
and ideological influence, create a free-market
global economy, and build an international
security system.

KC-8.1.I.A

As postwar tensions dissolved the wartime
alliance between Western democracies and
the Soviet Union, the United States developed
a foreign policy based on collective security,
international aid, and economic institutions
that bolstered non-Communist nations.

KC-8.1.I.B.i

Concerned by expansionist Communist
ideology and Soviet repression, the United
States sought to contain communism through
a variety of measures, including major military
engagements in Korea.

KC-8.1.I.C

The Cold War fluctuated between periods of
direct and indirect military confrontation and
periods of mutual coexistence (or détente).

AP U.S. History Course and Exam Description Course Framework V.1 | 184

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Period 8: 1945–1980 8UNIT

TOPIC 8.3 SUGGESTED SKILL

The Red Scare Sourcing and
Situation

2.B
Explain the point of view,
purpose, historical situation,
and/or audience of a source.

Required Course Content

THEMATIC FOCUS

American and National Identity NAT

The development of and debates about democracy, freedom, citizenship, diversity,
and individualism shape American national identity, cultural values, and beliefs about
American exceptionalism, and in turn, these ideas shape political institutions and
society. Throughout American history, notions of national identity and culture have
coexisted with varying degrees of regional and group identities.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective C KC-8.1.II.A

Explain the causes and Americans debated policies and methods
effects of the Red Scare after designed to expose suspected communists
World War II. within the United States even as both
parties supported the broader strategy of
containing communism.

AP U.S. History Course and Exam Description Course Framework V.1 | 185

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8UNIT Period 8: 1945–1980

SUGGESTED SKILL TOPIC 8.4

Sourcing and Economy
Situation After 1945

2.C

Explain the significance of
a source’s point of view,
purpose, historical situation,
and/or audience, including
how these might limit the
use(s) of a source.

Required Course Content

THEMATIC FOCUS

Work, Exchange, and Technology WXT

The interplay between markets, private enterprise, labor, technology, and
government policy shape the American economy. In turn, economic activity shapes
society and government policy and drives technological innovation.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective D KC-8.3.I.A

Explain the causes of A burgeoning private sector, federal
economic growth in the years spending, the baby boom, and technological
after World War II. developments helped spur economic growth.

THEMATIC FOCUS

Migration and Settlement MIG

Push and pull factors shape immigration to and migration within America, and the
demographic change as a result of these moves shapes the migrants, society, and
the environment.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective E KC-8.3.I.B

Explain the causes and As higher education opportunities and new
effects of the migration of technologies rapidly expanded, increasing
various groups of Americans social mobility encouraged the migration of
after 1945. the middle class to the suburbs and of many
Americans to the South and West. The Sun Belt
region emerged as a significant political and
economic force.

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Period 8: 1945–1980 8UNIT

TOPIC 8.5 SUGGESTED SKILL

Culture after 1945 Contextualization

4.B
Explain how a specific
historical development or
process is situated within a
broader historical context.

Required Course Content AVAILABLE RESOURCE
§§ External Resource
THEMATIC FOCUS > Smithsonian
Education:
American and Regional Culture ARC Artifact & Analysis

Creative expression, demographic change, philosophy, religious beliefs, scientific
ideas, social mores, and technology shape national, regional, and group cultures in
America, and these varying cultures often play a role in shaping government policy
and developing economic systems.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective F KC-8.3.II.A

Explain how mass culture Mass culture became increasingly
has been maintained or homogeneous in the postwar years,
challenged over time. inspiring challenges to conformity by artists,
intellectuals, and rebellious youth.

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8UNIT Period 8: 1945–1980

SUGGESTED SKILL TOPIC 8.6

Making Connections Early Steps in the
Civil Rights Movement
5.A (1940s and 1950s)
Identify patterns among
or connections between
historical developments
and processes.

Required Course Content

THEMATIC FOCUS

Social Structures SOC

Social categories, roles, and practices are created, maintained, challenged, and
transformed throughout American history, shaping government policy, economic
systems, culture, and the lives of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective G KC-8.2.I

Explain how and why the Seeking to fulfill Reconstruction-era promises,
civil rights movements civil rights activists and political leaders
developed and expanded achieved some legal and political successes in
from 1945 to 1960. ending segregation, although progress toward
racial equality was slow.

KC-8.2.I.B.i

The three branches of the federal government
used measures including desegregation of the
armed services and Brown v. Board of Education
(1954) to promote greater racial equality.

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Period 8: 1945–1980 8UNIT

TOPIC 8.7 SUGGESTED SKILL

America as a Claims and
World Power Evidence in Sources

3.C
Compare the arguments or
main ideas of two sources.

Required Course Content

THEMATIC FOCUS

America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective H KC-8.1.I.E

Explain the various military Cold War competition extended to Latin
and diplomatic responses to America, where the United States supported
international developments non-Communist regimes that had varying
over time. levels of commitment to democracy.

KC-8.1.II.C.i

Americans debated the merits of a large nuclear
arsenal and the military–industrial complex.

KC-8.1.I.D.i

Postwar decolonization and the emergence
of powerful nationalist movements in Africa
and the Middle East led both sides in the Cold
War to seek allies among new nations, many of
which remained nonaligned.

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8UNIT Period 8: 1945–1980

SUGGESTED SKILL TOPIC 8.8

Developments The Vietnam War
and Processes

1.B
Explain a historical concept,
development, or process.

AVAILABLE RESOURCE Required Course Content
§§ Classroom Resources
> Lesson Plans for AP THEMATIC FOCUS
U.S. History: The Tet
Offensive: 1968 America in the World WOR

Diplomatic, economic, cultural, and military interactions between empires, nations,
and peoples shape the development of America and America’s increasingly
important role in the world.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective I KC-8.1.I.B.ii

Explain the causes and Concerned by expansionist Communist
effects of the Vietnam War. ideology and Soviet repression, the United
States sought to contain communism through
a variety of measures, including major military
engagements in Vietnam.

KC-8.1.I.D.ii

Postwar decolonization and the emergence
of powerful nationalist movements in Asia
led both sides in the Cold War to seek
allies among new nations, many of which
remained nonaligned.

KC-8.1.II.C.ii

Americans debated the appropriate power of
the executive branch in conducting foreign and
military policy.

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Period 8: 1945–1980 8UNIT

TOPIC 8.9 SUGGESTED SKILL

The Great Society Making Connections

5.B
Explain how a historical
development or process
relates to another historical
development or process.

Required Course Content

THEMATIC FOCUS

Politics and Power PCE

Debates fostered by social and political groups about the role of government in
American social, political, and economic life shape government policy, institutions,
political parties, and the rights of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective J KC-8.2.II.C

Explain the causes and Despite an overall affluence in postwar
effects of continuing policy America, advocates raised concerns about the
debates about the role of prevalence and persistence of poverty as a
the federal government national problem.
over time.
KC-8.2.III.A

Liberalism, based on anti-communism abroad
and a firm belief in the efficacy of government
power to achieve social goals at home, reached a
high point of political influence by the mid-1960s.

KC-8.2.III.B.i

Liberal ideas found expression in Lyndon
Johnson’s Great Society, which attempted to
use federal legislation and programs to end
racial discrimination, eliminate poverty, and
address other social issues.

continued on next page

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8UNIT Period 8: 1945–1980

THEMATIC FOCUS

Migration and Settlement MIG

Push and pull factors shape immigration to and migration within America, and the
demographic change as a result of these moves shapes the migrants, society, and
the environment.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective K KC-8.3.I.C

Explain the continuities and Immigrants from around the world sought
changes in immigration access to the political, social, and economic
patterns over time. opportunities in the United States, especially
after the passage of new immigration laws
in 1965.

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Period 8: 1945–1980 8UNIT

TOPIC 8.10 SUGGESTED SKILL

The African Making Connections
American Civil Rights
Movement (1960s) 5.B
Explain how a historical
Required Course Content development or process
relates to another historical
development or process.

THEMATIC FOCUS

Social Structures SOC

Social categories, roles, and practices are created, maintained, challenged, and
transformed throughout American history, shaping government policy, economic
systems, culture, and the lives of citizens.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 8: Learning Objective L KC-8.2.I.A

Explain how and why various During and after World War II, civil rights
groups responded to calls for activists and leaders, most notably Martin
the expansion of civil rights Luther King Jr., combated racial discrimination
from 1960 to 1980. utilizing a variety of strategies, including legal
challenges, direct action, and nonviolent
protest tactics.

KC-8.2.1.C

Continuing resistance slowed efforts at
desegregation, sparking social and political
unrest across the nation. Debates among civil
rights activists over the efficacy of nonviolence
increased after 1965.

continued on next page

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